Abstract

This inquiry describes the role of mentoring for undergraduate women survivors of trauma. It employed a comparative case approach. Interviews elicited stories from participants reflecting the role mentors have played in their life course and educational experiences. Four major themes emerged: Fantasy mentors, mentor as mirror, mentor as nurturer and supporter, and mentor as the embodiment of a profession. Issues of women's identity were particularly salient to these themes. Deviant cases provided an opportunity to reexamine the limits of the data and exhibited themes of self-reliance or seeing mentoring as controlling. Implications for mentoring women in higher education are discussed.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 409-424
Launched on MUSE
2011-07-22
Open Access
No
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